Teaching Lab Mid Year Report: LA_St. Landry Parish

2022-2023 Mid Year Report

Background

Teaching Lab collects a variety of data to understand the impact of its PL for educators and students. Please see this resource for a visual overview of our evaluation framework. Additionally, the narrative of our evaluation plan provides more details.

To date (Dec 07, 2022),  Teaching Lab has collected the following data during SY22-23:

  • 0 complete responses to the End of Session Survey section of the survey that gathers participant feedback on facilitation from session to session;

  • 0 complete responses to the End of Course Survey section of the survey that gathers participant feedback on each PL course;

  • 0 complete responses to the Ongoing Coaching section of the survey that gathers participant feedback on each Coaching session;

  • 0 complete responses to the End of Coaching section of the survey that gathers participant feedback on each Coaching performance;

  • 0 complete responses to the first Knowledge or Self-Reported Practices Assessments and 0 to the second Knowledge or Self-Reported Practices Assessments;

  • 0 complete responses to the Baseline Diagnostic Educator Survey that collects information on teachers’ use of curricula, mindsets, self-reported practices, and school environment.

Below we have compiled the results in various sections: Participant Background and Demographics Summary, Participant Perceptions, Participant Knowledge, Teachers' Mindsets & School Environment, School Leaders' Mindsets & Observational Practices, Instructional Practice, and Student Outcomes.

Section 1: Participant Background and Demographics Summary

This section provides a demographic and background summary on participants.

Gender and Racial Identity

Years of Teaching Experience

Content Area

Grades

Prior Experience with Teaching Lab Professional Learning

Roles

Section 2: Participant Perceptions

This section summarizes participants' feedback on Teaching Lab PL. 

  • The End of Session survey is collected at the end of each PL course (except the last session) and is focused on feedback for the facilitators.

  • The End of Course survey is collected at the end of the last session of a PL course and focuses on feedback for the entire course.

  • The Ongoing Coaching Feedback Survey is periodically administered to teachers receiving coaching support to provide feedback on coaches.

  • The End of Coaching Feedback Survey is administered at the end of coaching support and provides feedback on the entire coaching experience.

Results are presented in the aggregate and then by each content area.

Section 2a: End of Session Summary

Aggregate

In summary, we see the following % agree or strongly agree with the above statements:

  • There is no data to show the % that strongly agree or agree that the facilitators were fully prepared for the session.
  • There is no data to show the % that strongly agree or agree that the facilitators responded to the group’s needs.
  • There is no data to show the % that strongly agree or agree that the facilitators facilitated the content clearly.
  • There is no data to show the % that strongly agree or agree that the facilitators effectively built a safe learning community.
  • There is no data to show the % that strongly agree or agree that the facilitators demonstrated deep knowledge of the content they facilitated.

Math

In summary, we see the following % agree or strongly agree with the above statements:

  • There is no data to show the % that strongly agree or agree that the facilitators were fully prepared for the session.
  • There is no data to show the % that strongly agree or agree that the facilitators responded to the group’s needs.
  • There is no data to show the % that strongly agree or agree that the facilitators facilitated the content clearly.
  • There is no data to show the % that strongly agree or agree that the facilitators effectively built a safe learning community.
  • There is no data to show the % that strongly agree or agree that the facilitators demonstrated deep knowledge of the content they facilitated.

ELA

In summary, we see the following % agree or strongly agree with the above statements:

  • There is no data to show the % that strongly agree or agree that the facilitators were fully prepared for the session.
  • There is no data to show the % that strongly agree or agree that the facilitators responded to the group’s needs.
  • There is no data to show the % that strongly agree or agree that the facilitators facilitated the content clearly.
  • There is no data to show the % that strongly agree or agree that the facilitators effectively built a safe learning community.
  • There is no data to show the % that strongly agree or agree that the facilitators demonstrated deep knowledge of the content they facilitated.

Other

In summary, we see the following % agree or strongly agree with the above statements:

  • There is no data to show the % that strongly agree or agree that the facilitators were fully prepared for the session.
  • There is no data to show the % that strongly agree or agree that the facilitators responded to the group’s needs.
  • There is no data to show the % that strongly agree or agree that the facilitators facilitated the content clearly.
  • There is no data to show the % that strongly agree or agree that the facilitators effectively built a safe learning community.
  • There is no data to show the % that strongly agree or agree that the facilitators demonstrated deep knowledge of the content they facilitated.

Finally, here are some highlights from the qualitative feedback.

Responses to “What went well in today’s session?”

Responses to “What could have been better about today’s session?”

Responses to “What is one thing from today’s learning that you plan to take back to your classroom?”

Responses to “What additional feedback do you have about their facilitation skills, if any?”

Section 2b: End of Course Summary

Aggregate

In summary, we see the following % agree or strongly agree with the above statements:

  • There is no data to show the % that strongly agree or agree that the PL was a good use of their time.
  • There is no data to show the % that strongly agree or agree that the course was relevant to their instructional practices.
  • There is no data to show the % that strongly agree or agree that the course has supported me in being responsive to students’ backgrounds, cultures, and points of view.
  • There is no data to show the % that strongly agree or agree that what they’ve learned in this course will improve my instruction.
  • There is no data to show the % that strongly agree or agree that what they’ve learned in this course will improve my supervision of teachers.
  • There is no data to show the % that strongly agree or agree that the activities were well-designed to help them meet the learning targets.
  • There is no data to show the % that strongly agree or agree that they were fully present “minds-on” during these PL sessions.
  • There is no data to show the % that strongly agree or agree that they talk to other teachers about the things they learned in this PL.
  • There is no data to show the % that strongly agree or agree that they looked forward to attending this PL.
  • There is no data to show the % that strongly agree or agree that they will apply what they have learned in the course to their practice.
  • There is no data to show the % that strongly agree or agree that they felt a sense of community with the other participants in the course.
  • There is no data to show the % that strongly agree or agree that they were satisfied with the overall quality of the course.
  • There is no data to show the % that strongly agree or agree that they were satisfied with how the course was facilitated.

Math

In summary, we see the following % agree or strongly agree with the above statements:

  • There is no data to show the % that strongly agree or agree that the PL was a good use of their time.
  • There is no data to show the % that strongly agree or agree that the course was relevant to their instructional practices.
  • There is no data to show the % that strongly agree or agree that the course has supported me in being responsive to students’ backgrounds, cultures, and points of view.
  • There is no data to show the % that strongly agree or agree that what they’ve learned in this course will improve my instruction.
  • There is no data to show the % that strongly agree or agree that what they’ve learned in this course will improve my supervision of teachers.
  • There is no data to show the % that strongly agree or agree that the activities were well-designed to help them meet the learning targets.
  • There is no data to show the % that strongly agree or agree that they were fully present “minds-on” during these PL sessions.
  • There is no data to show the % that strongly agree or agree that they talk to other teachers about the things they learned in this PL.
  • There is no data to show the % that strongly agree or agree that they looked forward to attending this PL.
  • There is no data to show the % that strongly agree or agree that they will apply what they have learned in the course to their practice.
  • There is no data to show the % that strongly agree or agree that they felt a sense of community with the other participants in the course.
  • There is no data to show the % that strongly agree or agree that they were satisfied with the overall quality of the course.
  • There is no data to show the % that strongly agree or agree that they were satisfied with how the course was facilitated.

ELA

In summary, we see the following % agree or strongly agree with the above statements:

  • There is no data to show the % that strongly agree or agree that the PL was a good use of their time.
  • There is no data to show the % that strongly agree or agree that the course was relevant to their instructional practices.
  • There is no data to show the % that strongly agree or agree that the course has supported me in being responsive to students’ backgrounds, cultures, and points of view.
  • There is no data to show the % that strongly agree or agree that what they’ve learned in this course will improve my instruction.
  • There is no data to show the % that strongly agree or agree that what they’ve learned in this course will improve my supervision of teachers.
  • There is no data to show the % that strongly agree or agree that the activities were well-designed to help them meet the learning targets.
  • There is no data to show the % that strongly agree or agree that they were fully present “minds-on” during these PL sessions.
  • There is no data to show the % that strongly agree or agree that they talk to other teachers about the things they learned in this PL.
  • There is no data to show the % that strongly agree or agree that they looked forward to attending this PL.
  • There is no data to show the % that strongly agree or agree that they will apply what they have learned in the course to their practice.
  • There is no data to show the % that strongly agree or agree that they felt a sense of community with the other participants in the course.
  • There is no data to show the % that strongly agree or agree that they were satisfied with the overall quality of the course.
  • There is no data to show the % that strongly agree or agree that they were satisfied with how the course was facilitated.

Other

In summary, we see the following % agree or strongly agree with the above statements:

  • There is no data to show the % that strongly agree or agree that the PL was a good use of their time.
  • There is no data to show the % that strongly agree or agree that the course was relevant to their instructional practices.
  • There is no data to show the % that strongly agree or agree that the course has supported me in being responsive to students’ backgrounds, cultures, and points of view.
  • There is no data to show the % that strongly agree or agree that what they’ve learned in this course will improve my instruction.
  • There is no data to show the % that strongly agree or agree that what they’ve learned in this course will improve my supervision of teachers.
  • There is no data to show the % that strongly agree or agree that the activities were well-designed to help them meet the learning targets.
  • There is no data to show the % that strongly agree or agree that they were fully present “minds-on” during these PL sessions.
  • There is no data to show the % that strongly agree or agree that they talk to other teachers about the things they learned in this PL.
  • There is no data to show the % that strongly agree or agree that they looked forward to attending this PL.
  • There is no data to show the % that strongly agree or agree that they will apply what they have learned in the course to their practice.
  • There is no data to show the % that strongly agree or agree that they felt a sense of community with the other participants in the course.
  • There is no data to show the % that strongly agree or agree that they were satisfied with the overall quality of the course.
  • There is no data to show the % that strongly agree or agree that they were satisfied with how the course was facilitated.

Several samplings of the textual feedback from the course survey are presented below.

Responses to “Overall, what went well in this course?”

Responses to “Overall, what could have been better in this course?”

Responses to “What is the learning from this course that you are most excited to try out?”

Responses to “Which activities best supported your learning in this course?”

Responses to “Feel free to leave us any additional comments, concerns, or questions.”

Section 2c: Ongoing Coaching Feedback

Aggregate

In summary, we see the following % agree or strongly agree with the above statements:

  • There was no data to show the % that strongly agree or agree that the coaches effectively built a safe learning environment.
  • There was no data to show the % that strongly agree or agree that the coaching was clear.
  • There was no data to show the % that strongly agree or agree that the coach seemed fully prepared for the coaching sessions.
  • There was no data to show the % that strongly agree or agree that the coaches made necessary adjustments based on their needs.
  • There was no data to show the % that strongly agree or agree that the coaches demonstrated deep knowledge of the content they coach.

Math

In summary, we see the following % agree or strongly agree with the above statements:

  • There was no data to show the % that strongly agree or agree that the coaches effectively built a safe learning environment.
  • There was no data to show the % that strongly agree or agree that the coaching was clear.
  • There was no data to show the % that strongly agree or agree that the coach seemed fully prepared for the coaching sessions.
  • There was no data to show the % that strongly agree or agree that the coaches made necessary adjustments based on their needs.
  • There was no data to show the % that strongly agree or agree that the coaches demonstrated deep knowledge of the content they coach.

ELA

In summary, we see the following % agree or strongly agree with the above statements:

  • There was no data to show the % that strongly agree or agree that the coaches effectively built a safe learning environment.
  • There was no data to show the % that strongly agree or agree that the coaching was clear.
  • There was no data to show the % that strongly agree or agree that the coach seemed fully prepared for the coaching sessions.
  • There was no data to show the % that strongly agree or agree that the coaches made necessary adjustments based on their needs.
  • There was no data to show the % that strongly agree or agree that the coaches demonstrated deep knowledge of the content they coach.

Other

In summary, we see the following % agree or strongly agree with the above statements:

  • There was no data to show the % that strongly agree or agree that the coaches effectively built a safe learning environment.
  • There was no data to show the % that strongly agree or agree that the coaching was clear.
  • There was no data to show the % that strongly agree or agree that the coach seemed fully prepared for the coaching sessions.
  • There was no data to show the % that strongly agree or agree that the coaches made necessary adjustments based on their needs.
  • There was no data to show the % that strongly agree or agree that the coaches demonstrated deep knowledge of the content they coach.

Finally, here are some highlights from the qualitative feedback.

Responses to “What has gone well in your coaching sessions?”

Responses to “What could be better about your coaching sessions?”

Responses to “What additional feedback do you have about their coaching skills, if any?”

Section 2d: End of Coaching Feedback

Aggregate

In summary, we see the following % agree or strongly agree with the above statements:

  • There was no data to show the % that strongly agree or agree that they looked forward to attending the coaching sessions.
  • There was no data to show the % that strongly agree or agree that they were fully present/“minds-on” during the coaching sessions.
  • There was no data to show the % that strongly agree or agree that they were satisfied with the coaching they received.
  • There was no data to show the % that strongly agree or agree that the coaching was a good use of their time.
  • There was no data to show the % that strongly agree or agree that they talk to other teachers about the things they learned from coaching.
  • There was no data to show the % that strongly agree or agree that the coaching was relevant to their instructional practices.
  • There was no data to show the % that strongly agree or agree that the strategies they’ve learned through coaching will improve their instruction.
  • There was no data to show the % that strongly agree or agree that the strategies they’ve learned through coaching will improve their coaching or supervision or teachers.
  • There was no data to show the % that strongly agree or agree that they have applied or will apply what they have learned through coaching to their practice.
  • There was no data to show the % that strongly agree or agree that the coaching supported me in being responsive to students’ backgrounds, cultures, and points of view.
  • There was no data to show the % that strongly agree or agree that they were satisfied with the overall quality of the coaching they received.

Math

In summary, we see the following % agree or strongly agree with the above statements:

  • There was no data to show the % that strongly agree or agree that they looked forward to attending the coaching sessions.
  • There was no data to show the % that strongly agree or agree that they were fully present/“minds-on” during the coaching sessions.
  • There was no data to show the % that strongly agree or agree that they were satisfied with the coaching they received.
  • There was no data to show the % that strongly agree or agree that the coaching was a good use of their time.
  • There was no data to show the % that strongly agree or agree that they talk to other teachers about the things they learned from coaching.
  • There was no data to show the % that strongly agree or agree that the coaching was relevant to their instructional practices.
  • There was no data to show the % that strongly agree or agree that the strategies they’ve learned through coaching will improve their instruction.
  • There was no data to show the % that strongly agree or agree that the strategies they’ve learned through coaching will improve their coaching or supervision or teachers.
  • There was no data to show the % that strongly agree or agree that they have applied or will apply what they have learned through coaching to their practice.
  • There was no data to show the % that strongly agree or agree that the coaching supported me in being responsive to students’ backgrounds, cultures, and points of view.
  • There was no data to show the % that strongly agree or agree that they were satisfied with the overall quality of the coaching they received.

ELA

In summary, we see the following % agree or strongly agree with the above statements:

  • There was no data to show the % that strongly agree or agree that they looked forward to attending the coaching sessions.
  • There was no data to show the % that strongly agree or agree that they were fully present/“minds-on” during the coaching sessions.
  • There was no data to show the % that strongly agree or agree that they were satisfied with the coaching they received.
  • There was no data to show the % that strongly agree or agree that the coaching was a good use of their time.
  • There was no data to show the % that strongly agree or agree that they talk to other teachers about the things they learned from coaching.
  • There was no data to show the % that strongly agree or agree that the coaching was relevant to their instructional practices.
  • There was no data to show the % that strongly agree or agree that the strategies they’ve learned through coaching will improve their instruction.
  • There was no data to show the % that strongly agree or agree that the strategies they’ve learned through coaching will improve their coaching or supervision or teachers.
  • There was no data to show the % that strongly agree or agree that they have applied or will apply what they have learned through coaching to their practice.
  • There was no data to show the % that strongly agree or agree that the coaching supported me in being responsive to students’ backgrounds, cultures, and points of view.
  • There was no data to show the % that strongly agree or agree that they were satisfied with the overall quality of the coaching they received.

Other

In summary, we see the following % agree or strongly agree with the above statements:

  • There was no data to show the % that strongly agree or agree that they looked forward to attending the coaching sessions.
  • There was no data to show the % that strongly agree or agree that they were fully present/“minds-on” during the coaching sessions.
  • There was no data to show the % that strongly agree or agree that they were satisfied with the coaching they received.
  • There was no data to show the % that strongly agree or agree that the coaching was a good use of their time.
  • There was no data to show the % that strongly agree or agree that they talk to other teachers about the things they learned from coaching.
  • There was no data to show the % that strongly agree or agree that the coaching was relevant to their instructional practices.
  • There was no data to show the % that strongly agree or agree that the strategies they’ve learned through coaching will improve their instruction.
  • There was no data to show the % that strongly agree or agree that the strategies they’ve learned through coaching will improve their coaching or supervision or teachers.
  • There was no data to show the % that strongly agree or agree that they have applied or will apply what they have learned through coaching to their practice.
  • There was no data to show the % that strongly agree or agree that the coaching supported me in being responsive to students’ backgrounds, cultures, and points of view.
  • There was no data to show the % that strongly agree or agree that they were satisfied with the overall quality of the coaching they received.

Several samplings of the textual feedback from the course survey are presented below.

Responses to “What is the learning that you are most excited about?”

Responses to “Which activities best supported your learning during the coaching support?”

Responses to “Overall, what went well during coaching?”

Responses to “Overall, what could have been better about the coaching?”

Responses to “Feel free to leave us any additional comments, concerns, or questions.”

Section 3: Participant Knowledge/Self-Reported Practices Assessments

For most PL courses, Teaching Lab administers a pre- and post- content knowledge or self-reported practice assessment. Below the pre and post averages are visualized by assessment.

Results

Section 4: Teachers’ Mindsets & School Environment

Participants complete Teaching Lab’s Educator Survey twice a year: at the beginning and end of their participation in PL. The survey collects data on teachers’ mindsets, perception and use of curricula, and perceptions of school culture and climate.

Section 4a: Teacher - Mindsets

Teachers responded to several items about mindsets, related to recognizing race and culture, the need for remediation, high expectations for all students, and growth mindsets on a 5-point Likert scale. Composite measures were created for each construct by reverse coding some items and then averaging responses across items. In this way, higher scores correspond to holding equitable mindsets.

Overall

Recognition of Race & Culture

Need for Remediation

High Expectations

Growth Mindsets

Section 4b: Teachers - Perceptions and Use of Curricula

Teachers responded about the different curricula they use regularly and the most often. Overall we see the following results.

Aggregate

Math

Teachers responded about the different curricula they use regularly and the most often. For math we see the following results.

ELA

Teachers responded about the different curricula they use regularly and the most often. For ELA we see the following results.

Other

Teachers responded about the different curricula they use regularly and the most often. For “other” (non-math or ELA) subjects we see the following results.

Section 4c: Educators’ Perceptions of School Culture and Climate

Teachers’ Perceptions of School Leaders and CBPL

Teachers responded to items about their perceptions of school leaders and PL environment.

Teachers’ Perceptions of School Environment

Teachers responded to items about their school environment.

Section 5: School Leaders’ Mindsets & Observational Practices

Participants complete Teaching Lab’s Educator Survey twice a year: at the beginning and end of their participation in PL. The survey collects data on school leaders’ mindsets and self-reported observational practices.

Section 5a: School Leaders - Mindsets

School leaders responded to several items about mindsets, related to recognizing race and culture, the need for remediation, high expectations for all students, and growth mindsets on a 5-point Likert scale. Composite measures were created for each construct by reverse coding some items and then averaging responses across items. In this way, higher scores correspond to holding equitable mindsets.

Overall

Recognition of Race & Culture

Need for Remediation

High Expectations

Growth Mindsets

Section 5b: School Leaders - Observational Practices

School leaders responded to items about the focus of their observational practices.

Section 6: Teachers’ Instructional Practices

Teachers report on their instructional practices in the Educator Survey and some are observed by Teaching Lab staff.

Section 6a: Teachers’ CRSE Self-Reported Practices

Participants complete Teaching Lab’s Educator Survey twice a year: at the beginning and end of their participation in PL. The survey collects data on self-reported culturally responsive and sustaining education (CRSE) practices.

Section 6b: Classroom Observations

Teaching Lab has the opportunity to observe some participants over the course of their participation in PL. Below are the results of the initial classroom observations conducted using the IPG Math and ELA Tools, in addition to the FSOT. Ratings of 3 and 4 on 4-point Likert scales and Yes on a Yes/No items were considered positive.

Overall Positive Indicators

Math

ELA

K-2 ELA

Section 7: Student Outcomes

Some teachers will administer a student survey to at least one of their groups. Using 5-point Likert-type scales, students will respond to items related to their teachers’ engagement in CRSE practices, teacher-student relationships, self-efficacy, happiness and sense of belonging, and being challenged. No data yet, but soon to come!

 

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